Public school aggression among children with varying day-care experience.
Public school aggression among children with varying day-care experience.
复制标题
公立学校对具有不同日托经历的儿童的攻击行为。
作者：
R. Haskins
59名儿童有不同数量和类型的日托经验，在他们的第一个2或3年的公立学校。学校教师评价了这些儿童在几种情况下的几种类型的攻击性，并提供了有关管理儿童，儿童使用策略来避免冲突，以及一些相关技能和行为的信息。多变量分析表明，儿童谁参加了认知为导向的日托计划开始在婴儿期比所有其他组的儿童谁参加了日托更具侵略性。然而，这些孩子的攻击性随着时间的推移而下降，这些孩子并不被认为是难以管理的，他们很受老师的欢迎。据推测，参加以认知为导向的日托的儿童之间的攻击性增加可能是由于适应学校环境的几个问题。
59 children with varying amounts and types of day-care experience were followed over their first 2 or 3 years of public schooling. Schoolteachers rated aggressiveness of several types and in several situations by these children, and also supplied information about managing the children, about children's use of strategies to avoid conflict, and about several associated skills and behaviors. Multivariate analyses indicated that children who had attended a cognitively oriented day-care program beginning in infancy were more aggressive than all other groups of children who had attended day care. Aggression among these children, however, declined over time, the children were not considered difficult to manage, and they were well liked by teachers. It was speculated that the increased aggressiveness among children attending cognitively oriented day care may have been caused by several problems of adaptation to the school setting.